双语指导书
大学英语教学指南College English Curriculum Requirements(中英文双语版)
College English Curriculum Requirements With a view to keeping up with the new developments of higher education in China, deepening teaching reform, improving teaching quality, and meeting the needs of the country and society for qualified personnel in the new era, College English Curriculum Requirements (Requirements hereafter) has been drawn up to provide colleges and universities with the guidelines for English instruction to non-English major students.Because institutions of higher learning differ from each other in terms of teaching resources, students’ level of English upon entering college, and the social demands they face, colleges and universities should formulate, in accordance with the Requirements and in the light of their specific circumstances, a scientific, systematic and individualized College English syllabus to guide their own College English teaching.I. Character and Objectives of College EnglishCollege English, an integral part of higher learning, is a required basic course for undergraduate students. Under the guidance of theories of foreign language teaching, College English has as its main components knowledge and practical skills of the English language, learning strategies and intercultural communication. It is a systematic whole, incorporating different teaching models and approaches.The objective of College English is to develop students’ ability to use English in a well-rounded way, especially in listening and speaking, so that in their future studies and careers as well as social interactions they will be able to communicate effectively, and at the same time enhance their ability to study independently and improve their general cultural awareness so as to meet the needs of China’s social development and international exchanges.Ⅱ.Teaching RequirementsAs China is a large country with conditions that vary from region to region and from college to college, the teaching of College English should follow the principle of providing different guidance for different groups of students and instructing them in accordance with their aptitude so as to meet the specific needs of individualized teaching.The requirements for undergraduate College English teaching are set at three levels, i.e., basic requirements, intermediate requirements, and advanced requirements. Non-English majors are required to attain to one of the three levels of requirements after studying and practicing English at school. The basic requirements are the minimum level that all non-English majors have to reach before graduation. Intermediate and advanced requirements are recommended for those colleges and universities which have more favorable conditions; they should select their levels according to the school’s status, types and education goals.Institutions of higher learning should set their own objectives in the light of their specific circumstances, strive to create favorable conditions, and enable those students who have a relatively higher English proficiency and stronger capacity for learning to meet the intermediate or advanced requirements.The three levels of requirements are set as follows:Basic Requirements:1. Listening: Students should be able to follow classroom instructions, everydayconversations, and lectures on general topics conducted in English. They should be able to understand English radio and TV programs spoken at a speed of about 130 to 150 words per minute (wpm)~ grasping the main ideas and key points. They are expected to be able to employ basic listening strategies to facilitate comprehension.2. Speaking: Students should be able to communicate in English in the course oflearning, to conduct discussions on a given theme, and to talk about everyday topics in English. They should be able to give, after some preparation, short talks on familiar topics with clear articulation and basically correct pronunciation and intonation. They are expected to be able to use basic conversational strategies in dialogue.3. Reading: Students should generally be able to read English texts on generaltopics at a speed of 70 wpm. With longer yet less difficult texts, the reading speed should be 100 wpm. Students should be able to do skimming and scanning.With the help of dictionaries, they should be able to read textbooks in their areas of specialty, and newspaper and magazine articles on familiar topics, grasping the main ideas and understanding major facts and relevant details. They should be able to understand texts of practical styles commonly used in work and daily life. They are expected to be able to employ effective reading strategies while reading.4. Writing:Students should be able to complete writing tasks for generalpurposes, e.g., describing personal experiences, impressions, feelings, or some events, and to undertake practical writing. They should be able to write within 30 minutes a short composition of no less than 120 words on a general topic, or an outline. The composition should be basically complete in content, clear in main idea, appropriate in diction and coherent in discourse. Students are expected to be able to have a command of basic writing strategies.5. Translation: With the help of dictionaries, students should be able to translateessays on familiar topics from English into Chinese and vice versa. The speed of translation from English into Chinese should be about 300 English words per hour whereas the speed of translation from Chinese into English should be around 250 Chinese characters per hour. The translation should be basically accurate, free from serious mistakes in comprehension or expression.6. Recommended Vocabulary: Students should acquire a total of 4,795 wordsand 700 phrases (including those that are covered in high school English courses), among which 2,000 are active words. (See Appendix III: College English Vocabulary.) Students should not only be able to comprehend the active wordsbut be proficient in using them when expressing themselves in speaking or writing.Intermediate Requirements:1. Listening: Students should generally be able to follow talks and lectures in English, to understand longer English radio and TV programs on familiar topics spoken at a speed of around 150 to 180 wpm, grasping the main ideas, key points and relevant details. They should be able to understand, by and large, courses in their areas of specialty taught in English.2. Speaking: Students should be able to hold conversations in fairly fluent English. They should, by and large, be able to express their personal opinions, feelings and views, to state facts and reasons, and to describe events with clear articulation and basically correct pronunciation and intonation.3. Reading: Students should generally be able to read essays on general topics in popular newspapers and magazines published in English-speaking countries at a speed of 70 to 90 wpm. With longer texts for fast reading, the reading speed should be 120 wpm. Students should be able to skim or scan reading materials. When reading summary literature in their areas of specialty, students should be able to get a correct understanding of the main ideas, major facts and relevant details.4. Writing: Students should be able to express, by and large, personal views on general topics, compose English abstracts for theses in their own specialization, and write short English papers on topics in their field. They should be able to describe charts and graphs, and to complete within 30 minutes a short composition of no less than 160 words. The composition should be complete in content, clear in idea, well-organized in presentation and coherent in discourse.5. Translation: With the help of dictionaries, students should be able to translate on a selective basis English literature in their field, and to translate texts on familiar topics in popular newspapers and magazines published in English speaking countries. The speed of translation from English into Chinese should be about 350 English words per hour, whereas the speed of translation from Chinese into English should be around 300 Chinese characters per hour. The translation should read smoothly, convey the original meaning and be, in the main, free from mistakes in understanding or expression. Students are expected to be able to use appropriate translation techniques.6. Recommended Vocabulary:Students should acquire a total of 6,395 words and 1,200 phrases (including those that are covered in high school English courses and the Basic Requirements), among which 2,200 are active words (including the active words that have been covered in the Basic Requirements). (See Appendix III: College English Vocabulary.)Advanced Requirements:I. Listening: Students should, by and large, be able to understand radio and TV programs produced in English-speaking countries and grasp the gist and key points. They should be able to follow talks by people from English-speakingcountries given at normal speed, and to understand courses in their areas of specialty and lectures in English.2. Speaking: Students should be able to conduct dialogues or discussions with acertain degree of fluency and accuracy on general or specialized topics, and to make concise summaries of extended texts or speeches in fairly difficult language.They should be able to deliver papers at academic conferences and participate in discussions.3. Reading: Students should be able to read rather difficult texts, and understandtheir main ideas and details. They should be able to read English articles in newspapers and magazines published abroad, and to read English literature related to their areas of specialty without much difficulty.4. Writing: Students should be able to write brief reports and papers in their areasof specialty, to express their opinions freely, and to write within 30 minutes expository or argumentative essays of no less than 200 words on a given topic.The text should be characterized by clear expression of ideas, rich content, neat structure, and good logic.5. Translation: With the help of dictionaries, students should be able to translate into Chinese fairly difficult English texts in literature related to their areas of specialty and in newspapers and magazines published in English-speaking countries; they should also be able to translate Chinese introductory texts on the conditions of China or Chinese culture into English. The speed of translation from English into Chinese should be about 400 English words per hour whereas the speed of translation from Chinese into English should be around 350 Chinese characters per hour. The translation should convey the idea with accuracy and smoothness and be basically free from misinterpretation, omission and mistakes in expression.6. Recommended Vocabulary: Students should acquire a total of 7,675 words and 1,870 phrases (including those that are covered in high school English courses, the Basic Requirements and Intermediate Requirements), among which 2,360 are active words (including the active words that have been covered in the Basic Requirements and Intermediate Requirements). (See Appendix III: College English Vocabulary.)The above-mentioned three requirements serve as reference standards for colleges and universities in preparing their own College English teaching documents. They could, in the light of their respective circumstances, make due adjustments to the specific requirements for listening, speaking, reading, writing and translation at the three levels. In doing so they should place more emphasis on the cultivation and training of listening and speaking abilities.III. Course DesignTaking into account the school’s circumstances, colleges and universities should follow the guidelines of the Requirements and the goals of their College English teaching in designing their College English course systems. A course system,which is a combination of required and elective courses in comprehensive English, language skills, English for practical uses, language and culture, and English of specialty, should ensure that students at different levels receive adequate training and make improvement in their ability to use English.In designing College English courses, requirements for cultivating competence in listening and speaking should be fully considered, and corresponding teaching hours and credits should be adequately allocated. Moreover, the extensive use of advanced information technology should be encouraged, computer- and Web-based courses should be developed, and students should be provided with favorable environment and facilities for language learning.College English is not only a language course that provides basic knowledge about English, but also a capacity enhancement course that helps students to broaden their horizons and learn about different cultures in the world. It not only serves as a tool, but also has humanistic values. When designing College English courses, therefore, it is necessary to take into full consideration the development of students’ cultural capacity and the teaching of knowledge about different cultures in the world.All the courses, whether computer-based or classroom-based, should be fully individual-oriented, taking into account students with different starting points, so that students who start from lower levels will be well taken care of while students whose English is better will find room for further development. College English course design should help students to have a solid foundation in the English language while developing their ability to use English, especially their ability to listen and speak in English. It should ensure that students make steady progress in English proficiency throughout their undergraduate studies, and it should encourage students’ individualized learning so as to meet the needs of their development in different specialties.IV. Teaching ModelIn view of the marked increase in student enrolments and the relatively limited resources, colleges and universities should remold the existing unitary teacher- centered pattern of language teaching by introducing computer- and classroom- based teaching models. The new model should be built on modern information technology, particularly network technology, so that English language teaching and learning will be, to a certain extent, free from the constraints of time or place and geared towards students’ individualized and autonomous learning. The new model should combine the principles of practicality, knowledge and interest, facilitate mobilizing the initiative of both teachers and students, and attach particular importance to the central position of students and the leading role of teachers in the teaching and learning process. This model should incorporate into it the strengths of the current model and give play to the advantages of traditional classroom teaching while fully employing modern information technology.Colleges and universities should explore and establish a Web-based listening and speaking teaching model that suits their own needs in line with their own conditions and students’ English proficiency, and deliver listening and speakingcourses via the intranet or campus network. The teaching of reading, writing and translation can be conducted either in the classroom or online. With regard to computer- and Web-based courses, face-to-face coaching should be provided in order to guarantee the effects of learning.The network-based teaching system developed in an attempt to implement the new teaching model should cover the complete process of teaching, learning, feedback and management, including such modules as students’ learning and self-assessment, t eachers’ lectures, and online coaching, as well as the monitoring and management of learning and coaching. It should be able to track down, record and check the progress of learning in addition to teaching and coaching, and attain to a high level of interactivity, multimedia use and operability. Colleges and universities should adopt good teaching software and encourage teachers to make effective use of Web multimedia and other teaching resources.One of the objectives of the reform of the teaching model is to promote the development of individualized study methods and the autonomous learning ability on the part of students. The new model should enable students to select materials and methods suited to their individual needs, Obtain guidance in learning strategies, and gradually improve their autonomous learning ability.Changes in the teaching model by no means call for changes in teaching methods and approaches only, but, more importantly, consist of changes in teaching philosophy and practice, and in a shift from a teacher-centered pattern, in which knowledge of the language and skills are imparted by the teacher in class only, to a student-centered pattern, in which the ability to use the language and the ability to learn independently are cultivated in addition to language knowledge and skills, and also to lifelong education, geared towards cultivating students’ lifelong learning ability.For the implementation of the new model, refer to Appendix 1: Computer- and Classroom-Based College English Teaching Model.Ⅴ. EvaluationEvaluation is a key component in College English teaching. A comprehensive, objective, scientific and accurate evaluation system is of vital importance to the achievement of course goals. It not only helps teachers obtain feedback, improve the administration of teaching, and ensure teaching quality but also provides students with an effective means to adjust their learning strategies and methods, improve their learning efficiency and achieve the desired learning effects.The evaluation of students’ learning consists of formative assessment and summative assessmentFormative assessment refers to procedural and developmental assessment conducted in the teaching process, i.e., tracking the teaching process, providing feedback and promoting an all-round development of the students, in accordance with the teaching objectives and by means of various evaluative methods. It facilitates the effective monitoring of students’ autonomous learning, and is particularly impor tant in implementing the computer- and classroom-based teaching model. It includesstudents’ self-assessment, peer assessment, and assessment conducted by teachers and school administrators. Formative assessment takes such forms as keeping a record of stud ents’ in and outside of classroom activities and online self-learning data, keeping files on students’ study results, and conducting interviews and holding meetings. This allows students’ learning processes to be subjected to observation, evaluation and supervision, thus contributing to the enhancement of their learning efficiency. (See the recommended Self’-Assessment/ Peer Assessment Forms for Students’ English Competence in Appendix Il.)Summative assessment is conducted at the end of a teaching phase. It mainly consists of final tests and proficiency tests, designed to evaluate students’ all-round ability to use English. These tests aim to assess not only students’ competence in reading, writing and translation, but also their competence in listening and speaking.To make a summative assessment of teaching, colleges and universities may administer tests of their own, run tests at the intercollegiate or regional level, or let students take the national test after meeting the different standards set by the Requirements. Whatever form the tests may take, the focus should be on the assessment of students’ ability to use English in communication, particularly their ability to listen and speak in English.Evaluation also includes that of the teachers, i.e., the assessment of their teaching processes and effects. This should not be merely based on students’ test scores, but take into account teachers’ attitudes, approaches, and methods; it should also consider the content and organization of their courses, a nd the effects’ of their teaching.Government education administrative offices at different levels and colleges and universities should regard the evaluation of College English teaching as an important part of the evaluation of the overall undergraduate education of the school.VI. Teaching AdministrationTeaching administration should cover the whole process of College English teaching. To ensure that the set teaching objectives can be achieved, efforts should be made to strengthen the guidance for and supervision of the teaching process. For this purpose, the following measures should be taken:1. A system for teaching and teaching administration documentation should be established. Documents of teaching include College English Curriculum of the colleges and universities concerned, as well as the documents stipulating the teaching objectives, course description, teaching arrangement, content of teaching, teaching progress, and methods of assessment for all the courses within the program. Documents of teaching administration include documents registering students’ status and their academic credits, regulations of assessment, students’ academic scores and records, analyses of exam papers, guidelines for teaching and records of teaching and research activities.2. The College English program should adapt itself to the overall credit system of the colleges and universities concerned and should account for 10% (around 16) of the total undergraduate credits. The credits students acquire via computer-based courses should be equally acknowledged once students pass the exams. It is suggested thatthese credits should account for no less than 30% of the total credits in College English learning.3. Faculty employment and management should be improved in order to guarantee a reasonable teacher-student ratio. In addition to classroom teaching, the hours spent on face-to-face coaching, instructions on network usage and on extracurricular activities should be counted in the teachers’ teaching load.4. A system of faculty development should be established. The quality of teachers is the key to the improvement of the teaching quality, and to the development of the College English program. Colleges and universities should build a faculty team with a good structure of age, educational backgrounds and professional titles, lay emphasis on the training and development of College English teachers, encourage them to conduct teaching and research with a focus on the improvement of teaching quality, create conditions for them to carry out relevant activities in various forms, and promote effective cooperation among them, so that they can better adapt to the new teaching model. Meanwhile, opportunities should be created so that the teachers can enjoy sabbaticals and engage in advanced studies, thus ensuring sustainable improvement in their academic performance and methods of teaching.Appendix ⅠComputer- and Classroom-Based College English Teaching Model The new College English teaching model based on the computer and the classroom is designed to help Chinese students achieve the objectives set by the Requirements. The model places a premium on individualized teaching and independent learning and makes full use of the special function of computers in assisting learners with repeated language practice, especially with training in listening, and speaking abilities. While taking advantage of the teachers’ lectures and coaching, students can be assisted by computers in choosing the appropriate content and methods of learning according to their specific needs, proficiency and schedules under the guidance of teachers, so that their all-round ability to use English can be improved and the best effects of learning achieved.To implement the computer-based English learning, the teacher’s role of face-to-face coaching should be stressed. It could take the form of group work, focusing on checking students’ independent learning, and providing due guidance and assistance for students. In principle, at least one hour of coaching should be offered after every 16 to 20 hours of student learning.1.Structure of the ModelInstructions:Teaching activities such as practice in English listening, speaking, reading, writing and translation can be conducted via either the computer or classroom teaching. The solid arrow indicates the main form of a certain environment of teaching, while the dotted arrow the supplementary form of a certain environment of teaching. Specifically, listening ability is trained mainly in a computer- andWeb-based environment, supplemented by classroom teaching: writing and translation are trained mainly in the classroom, supplemented by a computer- and Web-based environment. Speaking and reading, on the other hand, are trained by both means. In the process of teaching, teachers serve as organizers of teaching activities, and teaching administration is implemented by the administrative office of teaching affaires, teachers, and teaching management software.Instructions:Freshmen take a computer-based placement test upon entering college to measure their respective starting levels, such as Grade 1, Grade 2 or Grade 3. After the teachers determine the grade and establish an account for all students based on their test results via the management system, students can start to study courses according to teachers’ arrangement. After learning continues for a certain period of time (set by the universities and colleges), students can take the Web-based unit test designed by the teachers. Then students automatically enter the next unit if they pass the test. If they fail, students then return to the current unit and repeat the whole learning process. When they are ready (after studying a few units), students should receive tutoring. After individualized tutoring, teachers can check the students’ online learning by means of either oral or written tests, and then decide whether the students can pass. If they pass, students can go on to the next stage; if they fail, the students should be required by teachers to go back to a certain unit and re-study it until they pass.Appendix ⅡSelf-Assessment/Peer Assessment Form for Students’ English Competence Instructions:1.The Self-Assessmen t/Peer Assessment Form for Students’ EnglishCompetencespecifies and lists various linguistic skills covered in the Basic Requirements, Intermediate Requirements and Advanced Requirements. It can help teachers better understand teaching requirements at different levels, thus adding direct relevance to teaching. In addition, teachers can either supplement or modify related skills according to the school’s College English syllabus.2.Teachers can introduce to students the skills listed in theSelf-Assessment/PeerAssessment Form at the beginning of their teaching, in order to acquaint them with the teaching requirements.3. Teachers should require students to do self-assessment and peer assessmentat regular intervals, and in doing so, help them to know about their own mastery of linguistic skills and regulate their learning behaviors on a timely basis.4. Stud ents are expected to assess their own or their classmates’ Englishcompetence in the "Assessment" column on the right of the form, giving a tick (√) to what they are able to achieve. Then based on the results ofself-assessment or peer assessment, and with reference to the directions givenbelow, students can arrange for learning at the next stage.《大学英语教学指南》1 前言为了全面贯彻党的教育方针，进一步深化大学英语教学改革，提高教学质量，根据《国家中长期教育改革和发展规划纲要（2010-2020）》和教育部《关于全面提高高等教育质量的若干意见》等文件的精神，在总结大学英语课程建设和教学改革经验的基础上，特制订本指南。
综合英语2实训指导书
《综合英语2》实训指导书制作人：李丽丽一、实训目的为提高我系英语专业学生的英语实际应用能力，切实提高学生的英语听说能力，特制定本实训指导书。
本实训指导书供英语教育专业学生第二学期使用。
本实训课，以学生实践为主，教师指导为辅，全面训练英语专业学生使用英语进行日常交流、商务沟通的能力。
同时，通过24课时的实训，使学生养成善于发现和解决问题，善于学习和思考的习惯，为今后成为高素质复合型人才打下坚实的基础。
总目标：听说写能力的综合提高和全面深化，提高英语实际应用能力。
二、实训项目（一）听力训练1. 实训目的：该项目旨在通过帮助学生掌握听力技巧、提高学生的听力水平，促使学生能够听懂较长的会话、报道、讲座、独白等，能掌握其中大意、抓住要点和相关细节、领会讲话者的观点和态度。
并能够进行分析、推理和判断。
2.实训内容Unit 5 part I . listening 2, listening 3Unit 5 Part II listening 2Unit 6 part I listening 2, listening 3Unit 7 part I listening 2, listening 3Unit 7 part II listening 1, listening 2Unit 8 Part I listening 3, listening 4Unit 8 Part II listening 3, listening 4Unit 9 Part1 listening 2, listening 3Unit 9 Part II listening 2, listening 3Unit 10 Part1 listening 3, listening 4Unit 10 Part II listening 2, listening 3Unit 11 Part1 listening 3, listening 4Unit 11 Part II listening 2, listening 3Unit 12 Part1 listening 2, listening 3Unit 12 Part II listening 1, listening 23. 实训学时(15 学时)4. 项目的组织与实施1）根据不同的听力材料采取不同的教学手段：比较简单的听力材料，采取让学生先听，然后（二）阅读训练（三）翻译训练（四）写作训练二、实训内容与实训目标三．实训步骤1.Introduce themselvesTalk about college lifeTalk about how to learn English wellStep1; Make students discuss the first topic with their parter.Step 2: Ask some students to introduce themseleves in front of classroom.Step 3: Ask students to express freely on how college life should be and their opinion on college life and how tohave a happy college life.Step 4 : Make a comment on students performance and summaize the ideals of students.Step 5: Ask students to express freely on how to learn English wellStep 6 : Make a comment on students’ performances and give students some suggestions on how to learn English well.2. Introduction a campusStep1 ：Give a map of a campus to students and tell them each parts’ English name.Step 2 : Summarize some introduction expressions with students .Step 3: Teach students some setence patterns on introduce a place, such as the location and function of a plac\e.Step 4 :Teach students how to make an introduction of the campus according to the mapStep 5: Make the students repeat the introduction,Step 6: Give students another map to present an introduction by themselves.Step7: Make a comment on students performances.Listening :Step 1 : listen to the tape for two timesStep 2: check answers with studentsStep 3: Listen to the tape one more time,Step 4: Language points3. ListeningLearn to describe dorm enviromentListening :Step 1 : listen to the tape for two timesStep 2: check answers with studentsStep 3: Listen to the tape one more time,Step 4: Language pointsLearn to describe dorm enviromentStep 1 : learn some useful wordsStep 2 : learn some useful expressionsStep 3 : Give students some examplesStep 4: Ask students talk about their dorm enviromentStep 5 : Make a comment4. Learn to present the location and floor plan of a mallStep 1: Give students the floor plan of a mallStep 2: Show students how to present the location and floor plan of a mallStep 3: Ask students repeat the presentation with me.Step 4: Give students another floor plan of a mall and ask them to make a presentation in groups.Step 5: Make a commentListeningStep 1 : listen to the tape for two timesStep 2: check answers with studentsStep 3: Listen to the tape one more time,Step 4: Language points5. Listening on P 30-31Step 1 : listen to the tape for two timesStep 2: check answers with studentsStep 3: Listen to the tape one more time,Step 4: Language points6. Listening on p 40-41Step 1 : listen to the tape for two timesStep 2: check answers with studentsStep 3: Listen to the tape one more time,Step 4: Language points7. Listening on P 49Step 1 : listen to the tape for two timesStep 2: check answers with studentsStep 3: Listen to the tape according to the questions step by step.Step 4: Teach students how to take notes while listening.,Step5: Listen to the tape one more time.Step 6: Language point8. Listening on P 62.Step 1 : listen to the tape for two timesStep 2: check answers with studentsStep 3: Listen to the tape one more time,Step 4: Language points9. Talk about the advantages and disadvantages of diffrenttransportationStep 1: Ask students to serch some information about different ways of transportation in their free time.Step 2 : Ask students to talk about which kind of tranportation they like to take and why in pairsStep 3: ,Ask students to express their opionions..Step 4: Make a comment on students performances.Step 6: Ask students to talk about advantages and disadvantages of differnt kinds of transportation in groups.Step 7: Ask students perform in front of the classroom .Step 8: Make a comment.10. Learn how to write a thank-you letterStep1：Tell students the elements of a thank-you letter.Step 2 : Learn some useful sentence patternsStep 3: Present some examples to students.Step 4: Ask students to write a thank-you letter in groups.四．本课程考核标准本课程考核标准为平时分占40%，期末试卷分占60%。
(最新整理)《语言学纲要》指导书习题答案(7-9章)
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第七章语言随着社会的发展而发展一、解释下列名词（20分,每词4分)1、方言：是语言的变体，是因为地域或社会的原因而发生的语言分化。
2、社会方言：指社会内部因年龄、性别、职业、阶级、阶层的人们在使用语言上表现出来的变异，是言语社团的一种标志。
3、地域方言：是一种语言在不同地域上的分支,语言的地方变体.4、共同语：是在某个方言的基础上形成的一个民族的通用语言.5、亲属语言：是从同一种语言分化出来的，彼此有同源关系的几种独立的语言.二、填空题（30分，每空4分）1、社会的发展是语言发展的基本条件。
2、渐变性和不平衡性是语言发展的两大特点。
3、语言的发展中,词汇的变化速度最快,语音次之,而语法的演变最为缓慢。
4、语言发展的两个基本过程是语言的分化和语言的统一。
5、社会方言是因社会的分工而出现的语言分化,行业用语、科学技术术语、阶级方言都是常见的社会方言。
6、黑话是一种特殊的社会方言，它具有强烈的排他性。
7、地域方言的差别,主要表现在语音上，划分地域方言的主要依据也是语音。
8、地域方言的进一步分化就会发展为独立的语言、这些源自一个共同语分化的语言归属于同一个亲属语言,这个成为不同语言发展源头的共同语称为母语。
9、汉藏语系和印欧语系是世界上使用人数最多的两个语系。
10、按谱系分类，英语属于印欧语系日耳曼语族.11、共同语是在一种语言或方言的基础上形成的。
世界图书出版公司北京公司语言学电子版书目-中国出版集团公
西方语言学与应用语言学视野～～系列丛书～～第一系列：第二语言习得前沿书系书名：第二语言习得的语言学视角原书名: Linguistic Perspectives on Second Language AcquisitionSusan M. Gass, Jacquelyn Schachter原出版社：Cambridge University Press书号：7-5062-8214-3简介：本书是一部从语言学角度阐述二语习得问题的经典文集，所选文章展示了不同的语言学理论，注重二语习得与语言学理论之间的潜在关系，是研习二语习得的必读书，适合二语习得以及语言学领域的研究者阅读。
书名：探索第二语言心理词汇原书名:Exploring the Second Language Mental LexiconDavid Singleton原出版社：Cambridge University Press书号：978-7-5062-8212-3定价：简介：本书是一本深入研究二语心理词汇的专著，研究主要集中于第一语言心理词汇和第二语言心理词汇的关系上。
本书内容充实，文献综述与实证研究结合，引证前人观点与作者批判分析结合，适合语言学专业和心理学专业的研究生、学者、教师以及其他对词汇习得感兴趣的读者阅读。
书名：第二语言阅读研究的交互模式原书名:Interactive Approaches to Second Language ReadingPatricia L. Carroll et al.原出版社：Cambridge University Press书号：978-7-5062-8217-8定价：26.00简介：本文集所选文章都出自阅读研究领域中知名学者之手。
可使读者了解第二语言阅读模式的研究概貌和开展轨迹。
对从事阅读教学的外语教师以及从事外语阅读教学大纲设计和教材编写的专业人士具有重要的参考价值。
书名：第二语言习得论著选读原书名: Readings on Second Language AcquisitionH. Douglas Brown, Susan T. Gonzo原出版社：Pearson Education Inc.书号：7-5062-8245-3简介：本书为课堂语言教学提供了一批原始的、有代表性的论著，使读者能看到学术研究的原貌,并且为每一篇入选文章提供了研究和思考的指导意见，以提高读者理解和评价研究成果的能力。
作者：：《语言学纲要(修订版)学习指导书》练习与思考参考答案(第8章)
第八章语言的接触一、名词解释借词——借词也叫音义外来词，它指的是音与义都借自外语的词。
如英语中的telephone借子到汉语中是“德律风”，其音义都来自英语。
借词是民族关系的一种见证，是研究民族发展史的一项重要材料。
借词在语言历史的研究中也有非常重要的作用。
语言联盟——语言联盟即“语言的区域分类”。
是指一片地理区域内的不同语言不仅在词汇上相互有大量的借贷，而且在语音、语法系统的结构格局、结构规则方面也十分相似，但各语言仍有相当数量的核心词跟彼此不同。
语言替换——语言换用也称“语言替代”或“语言融合”，是不同民族在长期接触或融合过程中产生的一种语言现象。
指的是一个民族的全体或部分成员放弃使用本民族语言而转用另一民族语言的现象。
语言底层——在语言替换的过程中，换用的强势语言会留下被替换语言的痕迹，这类痕迹通常称为语言底层。
共同语——共同语同语是在民族、国家观念形成后的一种高级形式。
是社会打破地域隔阂、走向统一时出现的一种语言形式，是在一种方言基础上建立起来的一个民族或一个国家通用的语言。
洋泾浜——“洋泾浜”是当地人在和外来的商人、水手、传教士等打交道的过程中学来的一种变了形的外语。
“洋泾浜”的共同特点是：语音经过当地语言音系的适当改造，语法规则减少到最低限度，词汇的项目比较少，往往要借助于迂回曲折的说法指称事物。
克里奥耳语——也叫“混合语”。
指在特殊的社会共同体里，经过洋泾浜化后扎下根被社会采用为主要的交际工具，被下一代当作母语来学习使用的语言。
混合语是由洋泾浜发展而来的一种有声交际工具，是一种建立在两种或两种以上语言系统基础上形成的并被特定的言语社团作为母语学习使用一种语言。
洋泾浜的特点之一在于它是一定场合下使用的特殊语言，没有人把它当作母语来学习使用。
但是在一定条件下，它也可能被社会采用为主要的交际工具，由孩子们作为母语来学习。
在这种情况下，洋泾浜就变成了混合语，又叫克里奥耳语（Creole，是混血儿的意思）二、填空1、语言发生接触的前提条件是（社会的接触）2、语言接触从根本上说是（使用语言的人之间）接触。
双语工程制图测绘大作业指导书
工程图学实验室工程制图测绘大作业指导书Instructions for Part Mapping Project编写：胡琳审稿：彭小波2007年1月一、典型零件的测绘Mapping of common parts★作业内容：轴、齿轮、螺纹等的测绘。
Project contents: map parts like shafts, gears, screw threads etc.★目的：掌握量具的使用及测绘的方法，更好地培养学生的实际动手能力，正确使用测绘工具。
Objective: ensure that students master usages of measuring tools and have stronger practical abilities.★要求：根据给定的轴、齿轮、螺纹进行测绘，运用已学过的基本知识，计算出有关尺寸，如螺距、齿轮的有关参数等。
Requirements: Calculate dimensions and parameters like screw pitch, diameter of gear pitch circle etc.二、铸造零件的测绘Mapping of casting parts★作业内容：支架、砂轮头架或喷洒机阀体等零件的测绘。
Contents: Map brackets, grinding wheel heads or valves in spraying machine.★目的：掌握量具的使用及测绘的方法，更好地培养学生的实际动手能力，正确使用测绘工具。
Objective: ensure that students master usages of measuring tools and have stronger practical abilities.★要求Requirements:• 根据给定的铸造零件进行测绘，运用已学过的基本知识，计算出有关尺寸，如螺距、孔中心距等的有关参数等。
必备双语标识
必备双语标识一、警示语1、处方药 凭医师处方销售、购买和使用 Prescription Drugs: Sale, purchase and use according to a practicing doctor’s prescription.2、非处方药 请仔细阅读药品使用说明书并按说明使用或在药师指导下购买和使用 OTC: Over-The-Counter Drugs: Please read the instruction carefully and follow it, or please purchase and use those drugs under the guidance of the pharmacist.3、为了您的用药安全 请您在购买处方药时留下您的姓名和联系方式。
For your safety, please leave your name and contact information when you purchase prescription drugs.4、亲爱的顾客 找零请当面点清 离柜概不负责。
谢谢你的配合 Dear Customer: count the change on the spot, and we won’t be responsible for it once leaving the counter. Thank you for your cooperation!二、标示牌1、药品柜、药品区Medicine cabinet; Medicine area2、非药品柜、非药品区Non-medicine cabinet; Non-medicine area3、禁止吸烟No-smoking4、药师咨询台Pharmacist Desk; Consultation Consulting Desk; Pharmaceutical Care5、药师不在岗 暂停销售处方药和甲类非处方The pharmacist isn’t on duty, Purchasing of Prescription drugs and OTC A are suspended.6、药品不良反应报告台Adverse Drug Reaction Reports Counter7、收银区/收银台Cashier area / cashier8、监督电话Consumer hotline推荐双语标识一、分类标识1、抗微生物药Antimicrobial medicine2、解热镇痛、消炎类药Antipyretic analgesic & anti-inflammatory medicine3、神经系统用药Nervous system medicine4、心脑血管用药Cardio-Cerebral Vascular medicine5、呼吸系统用药Respiratory system medicine6、消化系统用药Digestive system medicine7、激素及内分泌系统用药Hormones and endocrine system medicine8、泌尿系统用药Urologic medicine9、妇科用药Gynecologic medicine10、清热解毒药Antipyretic and antidote11、五官用药品Ophthalmological and Otorhinological medicine 或ENT 或Eye, Ear, Nose and Throat Care12、维生素及矿物质Vitamins and minerals13、抗感染药品Anti-infection medicine14、二类精神药品class II psychology medicine15、医疗用毒性药品Medical Poison medicine medicinal toxic drugs16、其他药品Other medicine17、外用药品Topical medicine18、内服药品medicine19、计生药品Birth control medicine20、计生用品Birth control Necessities21、拆零药品bulk medicine 或dismantled medicine22、参茸Ginseng and Antler23、医疗器械、敷料Medical device & dressings24、化妆品Cosmetics25、食品Food26、保健食品Health-care food,或Health Food, 或Dietary Supplements27、保健用品Health-care Products28、日用百货General merchandise29、中药饮片区Traditional Chinese Herbal medicine 或Prepared slices of Chinese crude drugs30、非处方药Over-The-Counter drugs (nonprescription)31、中成药Chinese Proprietary Medicines32、其他按兴奋剂管理的药品other drugs regulated as stimulant33、抗肿瘤药Antineoplstic34、感冒用药Cough, Cold & Flu35、易串味药品柜 Easy tainting by odor二、服务承诺Commitment1、免费为顾客服药提供茶水Free drinking water for medicine taking2、免费为顾客购参切片Free of Charge for ginseng cutting3、免费为顾客阅读医药报Offer medical newspaper for customers free of charge4、免费为顾客测量体温Take customer's temperature free of charge (Free checking/measuring customer's temperature)5、提供药师用药指导Pharmacist service on medication guidance6、实行缺药预约登记Registration for out-of-stock medicine三、服务公约Services Commitment店堂整洁、礼貌服务Clean stores, courteous service佩证上岗、仪表端庄Work with certificate, behave with dignity问病卖药、当好参谋Check diseases before selling medicines, be patients’consultant唱收唱付、规范操作Speak out when collect and paying money to standardize operation严格管理、保证质量Good Management system to guarantee the quality药学服务公约Convention on Pharmacy service指导用药 安全有效合理 Medication guidance on safety, efficacy and reasonability规范记录 追踪信息及时 Standardized Records; timely information tracking专业服务 为民利民便民。
双语培训工作总结（共10篇）
双语培训工作总结(共10篇)篇一：双语培训总结双语培训心得体会阿不都外力·色米2012年9月份至2013年6月份我在石河子市高级中学参加了“双语”培训，在一年的培训过程中，我的汉语水平在原有的基础上有了很大的提高，基本达到使用汉语授课的基本素质和能力。
通过在高级中学一年认真地培训学习，我深深认识到了“双语”学习和教学的极其重要性，在新疆这样一个少数民族聚居的边远贫困地区，能否实现中央提出的战略目标，关键取决于科技教育的发展，取决于我们能否为自治区各项建设事业培养高素质的劳动者和科技创新人才，特别是培养德才兼备、民汉兼通的高素质的少数民族劳动者和科技创新人才。
在这里参加了高效的双语培训后，我获益匪浅，对双语教学有了更加深入地了解，也拓展了我双语教学的思路，对我今后的教学工作提供了很好的指导作用。
现将我参加培训的点滴体会总结如下：总的来说，这次培训内容丰富，形式多样，有一线教师的授课。
回首一年来的学习，既有观念上的洗礼，也有理论上的提高，既有知识上的积淀，也有教学技艺的增长。
这是收获丰厚的一年，也是促进我教学上不断成长的一年。
人的进步也许悬于一念之间，只在刹那一刻。
就是这次培训，对我有深远的意义。
首先，它让我撞入了一种求学的氛围。
不学习就要落后，不进步就得淘汰，要在教育这块土地上寻到自己的一亩三分地，学习是唯一的路!，我一改以往形成的惰性，仍不断搜集教育信息，学习教育理论，增长专业知识。
其次，这样的培训也给我带来了一种机遇。
要知道，不是每一朵花都能迎风怒放，不是每一块金子都有机会闪光。
我是幸运的，通过这次培训，我认识了许多优秀教师。
总之，通过一年的培训后，今后我将把高级中学优秀教师的先进理论和教学实践相结合，不断提高自身素质，不断反思自己教学中的不足，把教学与课改目标紧密结合，不断更新观念，适应双语教学的要求。
学习汉语和学习任何其它科目一样，要师生的共同努力。
没有自由宽松的学习氛围，就不可能有学生个性的发展，学生才有热爱学习的情感和学习乐趣。
新疆维吾尔自治区农村“双语”幼儿园指导纲要
新疆维吾尔自治区农村“双语”幼儿园(学前班)教育指导纲要为贯彻落实国家《幼儿园教育指导纲要(试行)》、自治区党委、自治区人民政府《关于大力推进“双语”教学工作的决定》(新党发〔2004〕2号)、《自治区关于加强少数民族学前“双语”教育的意见》(新党办发〔2005〕28号)和《关于进一步加强少数民族学前和中小学“双语”教学工作的意见》(新党办发〔2008〕19号)的精神，正确指导我区农村“双语”幼儿园(学前班)教育教学工作，结合我区农村学前“双语”教育实际情况，特制定本纲要。
第一部分总则一、幼儿园教育是基础教育的重要组成部分，是我区学校教育和终身教育的奠基阶段。
新疆农村“双语”幼儿园(学前班)学制为两年。
二、“双语”幼儿园(学前班)应从实际出发，实施“双语”教育和素质教育，为少数民族幼儿身心发展奠定良好的基础。
要特别注重培养幼儿热爱祖国、民族团结、互帮互助、文明礼貌的良好品德。
三、“双语”幼儿园(学前班)要在促进少数民族幼儿全面发展的前提下，遵循语言学习规律，重点培养少数民族幼儿汉语交流的能力，打好汉语的听、说基础，为少数民族幼儿进入下一阶段的学习和生活做好准备。
四、“双语”幼儿园(学前班)必须遵循少数民族幼儿身心发展规律和学习特点，以游戏为基本活动，保教并重，选择和实施有利于幼儿全面发展的课程，寓语言学习于各项活动之中，使幼儿获得健康、快乐，富有个性的发展。
避免“小学化”教育倾向，杜绝违背幼儿教育规律、有损幼儿身心健康的行为。
五、“双语”幼儿园(学前班)应利用家庭及周边环境的教育资源，扩展幼儿生活和学习的空间，共同为幼儿的发展创造良好的环境。
六、“双语”幼儿园(学前班)教师要尊重少数民族幼儿身心特点，满足幼儿在发展过程中的各种需要，努力为幼儿创造一个积极、愉快的“双语”学习环境。
七、“双语”幼儿园(学前班)必须科学安排幼儿一日生活，保证幼儿有足够的游戏和教育活动时间。
建立一日生活常规，注重幼儿良好的生活和学习习惯的养成教育。
生产制程稽核行为标准_双语中英文对照版_
PROCESS AUDIT GUIDELINES制 程 稽 核 准 则SUGGESTED CONTENT包含的内容WORK INSTRUCTIONS作业指导书Available at each process step每个步骤是否被执行Work Instruction under revision control and at current revision level作业指导书是否有版本管制及当前版本。
Calls out current production part number and revision level有没有注明产品编号及版本。
Calls out direct materials P/N, description, usage, and designator有无直接罗列所用材料料号，规格，用量，点位。
Calls out operation machine name & station number, machine program name & revision, fixtures name/part number & revision有无机器名称/编号，机器程序名/版本，治具名/编号/版本。
Call out tools/gages with part number or name, indirect materials with detailed description, and their working conditions有无罗列所用工具及计量器名称或编号，以及用到的间接材料（如胶，锡丝）有无具体说明，包括他们工作条件。
Calls out work process/instruction for the station每一站有无罗列作业步骤及作业指导。
Call out highlights/special notes for the operation在作业指导书中有没有对相关注意事项做重点标识。
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北京市优秀教学团队课程资料《会计学专业系列课程教学团队》会计学北京市特色专业建设点《财务报告分析(双语)》课内实验指导书（课程编码：7010001）主编：田翠香主审：何丽梅北方工业大学经济管理学院会计系2013年3月修订一、实验目的本实验是《财务报告分析（双语）》的课内实验，共8学时。
通过开设该实验，使学生更好地理解本课程的知识体系，熟悉财务报告分析的基本方法，能够对英文财务报告进行系统分析，并撰写以英文为主要语言的实验报告。
二、实验平台本课程实验基于美国上市公司年报展开财务分析，可借助于互联网取得数据来源，数据计算和共同比报表的分析，可选择使用以下两种方式之一：一是金蝶财务分析软件，二是Excel软件。
三、实验报告要求本课程实验以美国上市公司的最新财务报告和数据为依据，综合运用所学理论知识，对企业财务报告特别是财务报表（资产负债表、利润表和现金流量表等）进行财务分析，并提交以英文为主要语言的实验报告。
比率分析是财务报告分析的重点，它是解释财务报表和企业计价及评价企业财务业绩和管理业绩的基础。
要求学生熟练掌握财务比率的计算方法，并对计算结果给予合理的解释。
实验报告应结构清晰、内容充实、格式规范。
要有实验总结，对实验数据、实验过程和实验结果有详尽的描述，并对实验中发现的问题和改进措施等进行陈述。
实验报告要客观反映实验结果，无虚假、抄袭行为。
四、实验课时：8学时五、成绩考核1. 本实验成绩包括实验表现成绩和实验报告成绩两部分。
其中，实验表现成绩占30%，实验报告成绩占70%。
实验成绩按30%的比例计入课程总成绩。
2. 成绩评定办法（1）实验表现成绩（30%）：其中，实验参与情况占20%；遵守实验室纪律占10%。
（2）实验报告成绩（70%）：其中，模块完成程度占30%；模块完成正确率占20%；实验报告的规范性占10%；团队分工合作情况占10%。
六、课时分配七、实验资料自主选择某美国上市公司，并选择同一行业内另一美国上市公司作为可比公司。
要求登陆美国证券交易委员会网站()，下载被分析公司和可比公司的最新财务报告（10-K文件）。
同时，通过搜索引擎，寻找有关被分析对象的相关数据资料和新闻报道。
八、实验模块实验一共同比报表及现金流分析(Common-size Statements and Cash Flow Analysis）1. 实验基本内容基于所收集的数据，编制资产负债表和收益表的共同比报表，对值得关注的点进行分析。
基于现金流量表，对现金流变化的情况进行分析，并给出评论。
Based on the data collected, prepare common-size statements of the balance sheet and income statement, make highlights analysis. Based on the statement of cash flows, analyze the changes in cash flows and give your comments.2. 实验基本要求熟悉：美国上市公司的财务报告和财务报表。
Annual reports and financial statements of American listed companies.掌握：编制共同比报表的技术及分析现金流量表的技巧。
Techniques of preparing common-size statements and skills of analyzing cash flow statements.3. 实验步骤及具体要求（1）选择一个在美国上市的被分析公司。
登陆美国证券交易委员会网站，输入被分析公司的名称，找寻近两年的年报文件。
浏览年报内容，了解公司的主营业务和经营概况。
Choose a company listed in USA. Go to the SEC site (). Under …Filings‟, click on …Search for Company Filings‟. Enter the name of selected company, search for 10-k filings for the nearest two years. Skim through the reports and know about the main transactions and operations of the company.（2）将年报中的主要报表（资产负债表、收益表和现金流量表）另存为excel格式文件。
Store the financial statements(balance sheet,income statement and the statement of cash flows ) as an excel type of file.（3）编制共同比报表，对被分析公司的资产负债表进行横向和纵向共同比分析。
Prepare common-size statements, make horizontal and vertical analysis of the balance sheet.（4）编制共同比报表，对被分析公司的收益表进行横向和纵向共同比分析。
Prepare common-size statements, make horizontal and vertical analysis of the income statement.（5）对被分析公司的现金流量表进行分析，指出现金变化额，经营活动、投资活动和融资活动所提供（或运用）的现金净额及其比例，企业现金变化的主要原因等。
Analyze the statement of cash flows, find out the changes in cash ,net cash provided (or used) by operating,investing and financing activites, give some explanations on the reasons of changes in cash.4．美国部分上市公司（供参考）（1）SIC 1040 - GOLD & SILVER ORES金银矿American Mineral Group, Inc.；Cyclone Uranium Corp；MMM, Mayfair Mining & Minerals Inc.，明尼苏达矿业机械有限公司（3M）（2）SIC 2840 - SOAP, DETERGENT, CLEANING PREPARATIONS, PERFUMES, COSMETICS 肥皂、洗涤剂、清洁用品、香水和化妆品Ecolab Inc.；Procter & Gamble Co ;UN, Unilever N.V., 联合利华（3）SIC 2911 - PETROLEUM REFINING石油开采United Refining Co.; XOM, Exxon Mobil Corp., 埃克森美孚石油；China Petroleum & Chemical Corp.,中国石油化工有限公司（4）SIC 3021 - RUBBER & PLASTICS FOOTWEAR 橡胶和塑料鞋Nike Inc.；Reebok International Ltd；Deckers Outdoor Corp.（5）SIC 3600 - ELECTRONIC & OTHER ELECTRICAL EQUIPMENT 电子和电气设备GE, General Electric Co., 通用电气；Wireless Attachments, Inc.（6）SIC 3663 - RADIO & TV BROADCASTING & COMMUNICATIONS EQUIPMENT 收音机、电视广播和通讯设备MOT, Motorola, 摩托罗拉；L 3 Communications Corp. ;NOK, Nokia Corp.诺基亚（7）SIC 3711 - MOTOR VEHICLES & PASSENGER CAR BODIES 摩托车和乘用车体General Motors Co., 通用汽车；Ford Motor Co., 福特汽车；Honda Motor Co. Ltd., 本田汽车5.实验结果（1）资产负债表的横向共同比报表（两个年度）、纵向共同比报表及简要分析；Common-size statement of the balance sheet(horizontal and vertical ) and highlights;（2）收益表的横向共同比报表（两个年度）、纵向共同比报表及简要分析；Common-size statement of the income statement (horizontal and vertical) and highlights;（3）对现金流量表的分析。
Analysis of the statement of cash flows.实验二企业偿债能力的分析（Debt-paying Ability Analysis）1. 实验基本内容基于被分析公司和同行业可比公司的资产负债表、收益表和现金流量表，计算相关财务比率，并对被分析企业的财务状况和偿债能力进行分析。
Based on the balance sheet and income statement and other data of selected company , compute related and ratios and give some explanations on the company‟s debt-paying ability.2. 实验基本要求熟悉：资产负债表的构成项目，各种流动资产和流动负债的计价特点。
The main items in the balance sheet , the valuation characteristics of various current assets and current liabilities.掌握：应收款项和存货流动性的评价方法；衡量企业偿债（包括短期债务和长期债务）能力的主要财务比率，其计算方法和计算结果的含义。
How to evaluate the liquidity of current assets , especially inventory and accounts receivable ; Ratios that measure the debt-paying (short-term and long-term) ability of the company，the related computation methods and the implications of the results.3．实验步骤及具体要求（1）找寻同行业另一公司作为可比公司，按实验一的方法查找其近两年的年报文件。